In the spirit of educational reform efforts, this paper describes a supervisory training program at Indiana University East. The program, based on the development of reflective skills, is designed to assist classroom teachers who become supervisors for early education field students and student teachers. In order to develop the skills of a good supervisor, the training is centered around communication, setting a vision, observing, conferencing, and self-knowledge. Each of these areas is addressed through a 15-hour training program utilizing discussion, group work, and role playing. To understand the linkage between school improvement, reform, and the supervision training program, this paper reviews reform efforts in schools and takes a concentrated look at the key elements of this training program. The training has helped build a pool of qualified teacher supervisors whose skills in supervision lend themselves to being effective and helpful in achieving effective school reform. (LL)